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Despite many interventions, science education remains highly inequitable throughout the world. Internet-enabled experimental learning has the potential to reach underserved communities and increase the diversity of the scientific workforce. Here, we demonstrate the use of lab-on-a-chip (LoC) technologies to expose Latinx life science undergraduate students to introductory concepts of computer programming by taking advantage of open-loop cloud-integrated LoCs. We developed a context-aware curriculum to train students at over 8000 km from the experimental site. Through this curriculum, the students completed an assignment testing bacteria contamination in water using LoCs. We showed that this approach was sufficient to reduce the students' fear of programming and increase their interest in continuing careers with a computer science component. Altogether, we conclude that LoC-based internet-enabled learning can become a powerful tool to train Latinx students and increase the diversity in STEM.

Prior work has shown that many undergraduate students have misconceptions about genetic inheritance, even after they take genetics courses. Visual representations, such as pedigree diagrams, are commonly used in genetics instruction, and they help students quickly visualize the phenotypes of multiple generations. In Study 1, we examined whether presenting a pedigree diagram of a wolf’s eye color in a rich and realistic manner (i.e., with rich perceptual images that resemble real animals) or in an abstract manner (i.e., with circles and squares representing animals) would help undergraduates learn from a brief, online lesson on inheritance of the wolf’s eye color, and whether they would transfer what they learned when reasoning about eye color in other species (near transfer) and other traits in other species (mid- and far transfer). Counter to our hypothesis, students transferred more with the rich diagram. In Study 2, we compared the rich diagram from Study 1 to a perceptually bland diagram (i.e., with color and textural features removed). There were no differences in students’ learning or transfer between the diagrams. These results suggest that realistic elements that are attention grabbing and easily interpretable by students can be beneficial for transfer in online lessons.

In this qualitative case study we examined the impact of a specially-designed classroom intervention for a group of 15–16-year-old Dutch biology students' use of values in contemplating five socioscientific issues in the human-nature context. The students worked in small groups to support various aspects of their morality. An ethical matrix was used as a heuristic to explore different arguments and moral values from different perspectives. The collected data consisted of written assignments, group conversations, and individual interviews. The results show that students' use of values differed from one issue to another. The values they used in their moral decision-making indicated that the influence of the intervention activities, aimed at enhancing a relationship between moral agent (student) and moral object (topic), was limited. The study provides evidence that the intervention positively conduced to students' cognition of the values that are personally relevant. Recommendations for further theorization, research and practice are discussed. [ABSTRACT FROM AUTHOR]

Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines. These skills (scientific inquiry, quantitative skills, laboratory and computational skills, communication skills, teamwork/interpersonal skills, interdisciplinary competency) are highlighted as important in discipline-based guiding documents—biology (Vision and Change in Undergraduate Biology Education: A Call to Action), chemistry (American Chemical Society Guidelines and Evaluation Procedures for Bachelor's Degree Programs), and mathematics (A Common Vision for Undergraduate Mathematical Sciences Programs in 2025)—for undergraduate teaching of biology, chemistry, and mathematics, and for the professional success of STEM college graduates. To promote interdisciplinary teaching and learning of STEM, we present a comprehensive comparison of the different disciplines' competency statements for undergraduate education. This organization and comparison of commonalities in scientific skills and disciplinary practices can be used by faculty and departments to come together to break down traditional silos, help their students more easily apply learning from one STEM discipline to another, and to create institutional change. [ABSTRACT FROM AUTHOR]

Contemporary education adopts various new visualisation techniques for content to be learned. Recently, research on the application of 3D modelling and printing (3DMP) has been expanding. However, as the latest literature reviews indicate, little research is available on the contribution of 3DMP to learning of students with blindness (SWB) and students without disabilities (SWOD). This research aims to fill the gap through an exploratory case study, conducted in an inclusive Biology classroom in a primary school. Eight SWOD and four SWB (12 years old) participated in the study. The focus of the research was on pre-interventional and post-interventional students' knowledge about cells, and students' views on using 3DMP in Biology education. The data was analysed using Grounded Theory. The results indicate that 3DMP contributes to students' learning by improving the ability to enumerate, describe, and visualise the cell and its parts, by remediating some of the students' misconceptions and by increasing communication within a classroom. In terms of encountered obstacles, SWB noted that the quality of 3D models could cause new misconceptions. Adjusting the ratio, positioning and scaling of printed objects, inaccuracy in printing, and long printing process, are some of the problems which students encounter in 3DMP. [ABSTRACT FROM AUTHOR]

Computational modelling is widely used in biological science. Therefore, biology students need to learn computational modelling. However, there is a lack of evidence about how to teach computational modelling in biology and what the effects are on student learning. The purpose of this intervention-control study was to investigate how knowledge in computational modelling is associated with knowledge acquisition in biology. Participants were 118 students (17 to 19 years of age) enrolled in first and second year of Danish High School. The intervention group (n = 81) received teaching in biology and computational modelling while the comparison group (n = 37) received teaching in biology using textbook models. Both groups received two sessions, each of approximately 120 minutes. The study used mixed methods to analyse students' knowledge of biology and computational modelling. Participants in the intervention group showed statistically significant improvements in their biological knowledge and computational modelling knowledge. The study is one of the first to investigate the effect of computational modelling on high school students' learning of biology. The study discusses how biology could be an important subject where students can learn computing concepts central in the endeavour to introduce computing in high school education. [ABSTRACT FROM AUTHOR]

Migrasome is a newly discovered organelle composed of small vesicular structures enclosed in membrane structures. Since its discovery in 2014, migrasome has attracted increasing attention in cell biology due to its critical role in multiple disease processes. Its pivotal role in various disease processes, including cell migration, intercellular communication, removal of damaged mitochondria, embryogenesis localization, immune cell chemotaxis, and virus transmission, underscores its significance in biological systems. With research on migrasome steadily increasing, it becomes a unique resource for undergraduate cell biology education. For deeper understanding of migrasome, we applied a bibliometric approach. Here we conducted a comprehensive analysis of migrasome research by retrieving relevant literature from databases such as Web of Science, Scopus, and PubMed using the keywords "migrasome" or "migrasomes." Employing CiteSpace software and Prism, we analyzed annual publication trends, identified core authors and institutions, assessed national contributions, examined keywords, and scrutinized highly cited literature related to migrasome research. This study presents a comprehensive overview of migrasome research, elucidating its literature characteristics, key contributors, research hotspots, and emerging trends. By shedding light on the current status and future trajectories of migrasome research, we aim to provide valuable insights for teachers in cell biology education. We propose for the integration of migrasome research into undergraduate curricula to enhance the understanding of cell biology among premedical, medical, and biomedical students, thereby fostering a deeper appreciation for the intricate mechanisms governing cellular behavior and disease processes. [ABSTRACT FROM AUTHOR]

This research aims to develop a 3-dimensional (3D)-based learning model with Visuospatial Transformation Learning (VTL). We used the Design-Based Research (DBR) research method which was tested on fifth-semester biology students regarding plant anatomy material. The results showed an increase in visual representation abilities in the high category. Students can identify cell shapes in detail based on cell and tissue structures. The VTL model provides a dynamic learning experience. Visualization and transformation of 2D into 3D is easy to understand because students have gone through the learning stages using VTL including (i) independent learning, (ii) making concept maps, (iii) discussing concept maps, (iv) practicum and 2D representation, and (v) representation 3D so students can understand the structure of plant tissues and organs in detail. The VTL model is recommended for learning other abstract material. The impact of using this model is that students can understand abstract material more quickly and help the development of science and its application better. [ABSTRACT FROM AUTHOR]

This study aims to identify the utilization of animals, conduct an ethnozoology quantitative analysis, describe animal conservation by local people on Enggano Island, and apply the research results to empower species literacy in biology student teachers. Data collection in this study is in-depth semistructured interviews, observations, participant observations, questionnaires, and tests. Based on the study results, 64 species of animals are used for ten categories. According to the quantitative analysis, Chelonia mydas has the highest CI index (1.071) and RFC index (1.00). Based on these indices, Chelonia mydas was identified as the most important species for local people in Enggano island. The ethnozoology textbook developed from the results of ethnozoology research on Enggano Island is valid, practical, and effective to can increase species literacy in biology student teachers. In the control class, the adjusted mean of species literacy was 63.91, while the adjusted mean of species literacy in the experimental class was 71.87. [ABSTRACT FROM AUTHOR]

Background: Understanding evolution is an important part of undergraduate biology education. Despite its importance, however, students often struggle to understand evolution, often holding preconceived notions of what evolution is. Here, we investigate how students in both majors and non-majors introductory biology define and conceive of evolution at the start of the semester for a two-year college and a four-year university near each other. We analyze open-ended responses to an in-class activity on the first day of the semester that asked students to define evolution, generating insight into how students are thinking of evolution prior to any formal instruction on evolution in college. Results: Our analysis of over 300 student responses reveals that students hold diverse conceptions about evolution, with some students perceiving evolution in the context of evolutionary processes while other students define evolution by referring to perceived evolutionary consequences. In addition, we identify multiple non-normative conceptions about evolution, including students viewing evolution and natural selection as synonymous and not recognizing other evolutionary forces, and find that very few students likely have developed mental models linking evolution and genetics. In addition, we find few differences between how students at the two- and four-year institutions perceive evolution, and similarly few differences between students in a majors and non-majors introductory biology, suggesting that these conceptions of evolution are widespread at the beginning of introductory biology, regardless of major or institution. Conclusions: We situate our results in the existing literature examining student conceptions of evolution, with our results extending past work that has primarily relied on more closed-ended questions or focused on specific evolutionary concepts (e.g., natural selection). Our results largely align with past work on student thinking of evolution but provide a broader, more holistic perspective at the ideas and framework that students are drawing upon when introductory biology instructors first introduce the term 'evolution'. We conclude our paper by discussing implications for the biology education research community as well as instructors. [ABSTRACT FROM AUTHOR]

Access to independent research experiences is a persistent barrier that stifles the recruitment and retention of students from diverse backgrounds in ecology, evolution, and behavioral biology. The benefits of field experiences are not equitably available to historically excluded and minoritized students. In this article, we summarize evidence that indicates course-based undergraduate research experiences (CUREs) provide a solution to ensure equitable access to independent research experiences in the life sciences. We draw from our own experiences of teaching CUREs in ecology, evolution, and behavioral biology and provide the complete curriculum for our effective and largely materials-free CURE in behavioral ecology (CURE-BxEco). We advocate for greater access to and synthesize the benefits of CUREs to promote inclusivity in education. The proliferation of such innovative pedagogical practices benefits science because these classroom methods are critical in recruiting and retaining historically excluded and minoritized students, who offer diverse perspectives in research. [ABSTRACT FROM AUTHOR]

The post-00s college students are a group of "internet natives" with distinctive personality and innovative spirit. It is important to explore how to motivate them to actively learn new knowledge. Debate, as a means of learning and communication, can enhance participants' critical thinking skills, boost oral skills, and promote their learning of relevant knowledge. Here, we use the model of classroom debate in a general education biology course to debate scientific controversies. This increases students' enthusiasm for independent learning of relevant knowledge and promotes effective independent inquiry and learning. [ABSTRACT FROM AUTHOR]

There are several specific digital tools now that have transformed the way science is taught. Correspondingly, teacher education programs have changed, and now they increasingly address the development of technology-related professional content knowledge (TPACK). Owing to the use of technology in specific domains of science teaching, there is an emergent need for domain-specific TPACK questionnaires. The present study investigates the development and application of a domain-specific TPACK questionnaire for teaching human biology using digital tools in a university-based teacher education program. A quasi-experimental between-subject design was applied for 13 weeks in the four study groups (n = 155). The intervention groups worked with digital tools in human biology, while the control groups participated without specific consideration of digital tools throughout the program. We succeeded in developing a questionnaire comprising seven reliable scales. The questionnaire development procedure described herein may be applicable to other science education disciplines. By the means of linear mixed modeling, we found that all students gained professional knowledge; however, treatment × time interactions revealed that belonging to the intervention group was the main driver of TPACK progression. Comparing the treatments, we found that at post-test, the intervention group reported higher levels of TPCK, TPK, and TCK, but not CK, PK, TK, and PCK. Sequential analyses of the longitudinal data highlighted that working with digital tools on a regular basis constitutes a TPACK boost effect. This study contributes to the literature on technology integration from the perspective of biology education, where specific tools that can be assessed using a domain-specific questionnaire are used. [ABSTRACT FROM AUTHOR]

The Integrated Course Design (ICD), using Fink's taxonomy of significant learning, popularly known as ICD/SL, is a handy way to create a better learning environment for students. It is a learner-centered approach with the desired end-product, but at the same time, it upgrades the teaching by improving the instructors' delivery mechanism. Our goal of this study was to see whether ICD/SL affects students' class participation and academic performance in the "Introduction to Bioinformatics" course offered at the Department of Biological Science, BITS Pilani, Pilani campus, India. Three class groups were chosen for this purpose: 2019–2020 (51 students), 2020–2021 (77 students), and 2021–2022 (72 students). The control group, 2019–2020, received no ICD/SL instruction; the remaining two groups, 2020–2021 and 2021–2022, received ICD/SL instruction that included revised learning goals based on Fink's taxonomy and new teaching and evaluation activities. A Likert scale was utilized to assess students' academic feedback using the Kruskal–Wallis test to determine the P-value. The findings showed that the treatment groups had higher class participation and academic performance in the summative assessment of final grades. In the experimental groups, the class participation was 23 to 27% higher compared to the control group. The absenteeism rate on the course decreased from 14% in 2019–2020 to 9% in 2020–2021 and 4% in 2021–2022. Also, in the treatment groups, 83 to 90% of students were in the High to Excellent category, compared to 74% in the control group. The failure rate of the course decreased from nearly 18 to 10% in 2021–2022 and only 6% in 2020–2021. There were significant differences between the treatment and control groups in class participation and academic performance (P < 0.05). This study has shown that the use of ICD/SL has the potential to improve students' class participation and academic performance. [ABSTRACT FROM AUTHOR]

Background: This paper examines the use of augmented reality (AR) as a concept‐association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR‐enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences. Objectives: The primary goal of this research was to evaluate the effectiveness of an AR‐assisted concept‐association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self‐efficacy and learning motivation among primary school students. Methods: A quasi‐experimental design with a control group was employed to investigate the effectiveness of the intervention. Results and Conclusions: The results demonstrate that the implementation of the AR‐assisted concept‐association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self‐efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology. Lay Description: What is currently known about this topic: Augmented reality (AR) technology has been increasingly explored in educational settings.Previous research has shown that AR can enhance learning outcomes and engagement among students.AR applications have the potential to serve as concept‐association tools to improve the learning experience. What this paper adds: This paper investigates the effectiveness of using an AR application as a mobile concept‐association tool in school settings.The study demonstrates that the AR‐assisted concept‐association strategy effectively enhances knowledge acquisition, skills outcomes, cognitive load, self‐efficacy, and learning motivation among primary school students.The findings highlight the potential of AR technology in improving learning experiences and engagement for primary school students.The study offers practical implications for integrating AR technology into educational settings, and suggests avenues for future research in this area. Implications for practice and/or policy: Incorporating AR applications as concept‐association tools can enhance learning outcomes and engagement in primary school settings.AR technology can be used to increase cognitive load, and to increase self‐efficacy and motivation among students.Educators and policymakers should consider integrating AR technology into teaching practices to improve the overall learning experience.Future research and exploration should be conducted to understand the full potential and limitations of AR technology in education. [ABSTRACT FROM AUTHOR]

The purpose of the drawing method is to reveal the hidden beliefs, attitudes, knowledge and understanding of students without being dependent on words. It is more useful than other techniques in that it is easy to apply and a lot of data can be obtained with a drawing. Some misconceptions can be revealed by asking students to describe or illustrate some objects or phenomena. Biology is mostly concerned with the diagnosis of structures, their interrelationships and their functions. For this reason, it is very important to draw the biological structures correctly. Human circulatory system' comprehension is a major point in biology education. Because understanding this system is a basis for learning the transport and exchange of substances in the human body, the lymphatic system, gas exchange, and other important biological concepts. The aim of this study is to examine the cognitive structures of biology teacher candidates about the "circulatory system" with the drawing technique. In this study, a case study was conducted to reveal the biology teacher candidates' drawings in detail. In order to explore biology teacher candidates' drawing of the circulatory system in detail, their drawings were collected as data through 32 high school students (teacher candidates) in biology education faculty from Turkey. After the drawings were completed, each drawing was effectively scored for the presence or absence of at least one organ/structure in circulatory system. In addition, the drawings were further reclassified, taking into account the pattern of the path of pulmonary and systemic circulations. According to the findings obtained from the drawings of the biology teacher candidates about the circulatory system, it was revealed that the teacher candidates had many misconceptions, mistakes and incomplete information. [ABSTRACT FROM AUTHOR]

The dynamic field of scientific education, particularly in chemistry and biology, demands the implementation of innovative teaching strategies, driving the need for continuous research to enhance skills in both educators and students. This systematic literature review (SLR) delves into the evolving landscape of chemistry and biology education research, shedding light on key trends, strategies, and skills. Employing the PRISMA methodology, we scrutinized 81 papers to assess the employment of resources, technologies, and methods conducive to effective learning and research. Searches were conducted in the Scopus and Google Scholar databases, with inclusion criteria spanning English and Spanish studies from the last five years. The analysis reveals a notable shift in recent years, emphasizing the diversification of instructional approaches, integration of sustainable practices, and a heightened focus on fostering essential research skills for both educators and students. The study underscores the significant adaptation to digital tools and virtual environments, potentially influenced by the challenges posed by the COVID-19 pandemic. Remarkable findings include the growing importance of cognitive, social, and emotional competence in student development. This work provides valuable insights for educators, researchers, and policymakers cross-talking the dynamic intersection of teaching and research in chemistry and biology education. [ABSTRACT FROM AUTHOR]

Field trips provide real-world learning opportunities in biology education as they promote knowledge about nature among other things. As biodiversity is declining knowledge of species is important for understanding and appreciating the natural world and its implications. Many field guides are digitally available, but differences from traditional book-based guides are understudied. This case study compares the effectiveness of a traditional book field guide with a mobile species identification app during a bird field trip on cognitive, motivational, and affective outcomes for college students (N = 133). Linear mixed models indicate no differences in bird species knowledge between the groups before and after the field trip. However, participants in the book group felt more competent and reported a higher interest after the field trip. This suggests that books could probably still add value to learning in the field. They should not be dismissed as they can be useful tools for students by enhancing confidence and contribute to the learning experience in a different way to mobile apps. [ABSTRACT FROM AUTHOR]

The present study is part of a didactic experiment, which aims at establishing the application and effectiveness of the school debate, as an interactive method of teaching in Biology and Health Education in XII grade in order to form an environmental culture among students. The application of school debate as a part of interactive methods corresponding to the objectives of environmental education and upbringing of a selected methodological unit of the 'Sustainable development - strategy for preserving life on Earth' is presented, and options for its application in a specific stage of the macro structure of the lesson are proposed. The results of a questionnaire, conducted with students to explore their opinions on the application of the debate as a teaching method, are presented. The analysis of the results shows that students are motivated to actively engage in the process of learning Biology and Health Education, accept the debate as an interactive form of learning because they believe that it increases their environmental awareness and develops key skills such as, critical thinking; skills to support sustainable development; teamwork; making decisions on various environmental topics; improves the ability to analyze and evaluate the relationship between man-society-nature. [ABSTRACT FROM AUTHOR]

The aim of the article is to present the results of using interactive methods in the teaching of Biology and Health Education to 7th grade students for developing skills for a healthy lifestyle. The discussion is based on the topics: "The role of prokaryotic organisms in nature and their importance for man", "The role of unicellular eukaryotic organisms in nature and their importance for man", and "Talus plants. Seaweed". The discussion is supported by fragments of lessons in which interactive methods are used – the method of associations through creating mind maps, discussion, case study, and role play. As a result of using of interactive methods, students develop key competencies for maintaining their own health and the health of society as a whole. [ABSTRACT FROM AUTHOR]

Societal Impact Statement: Plant biology is an essential discipline for addressing global challenges from food security to climate change. In order to achieve this, we need to educate plant biologists who can contribute to research, enterprise, policy, public engagement and beyond. This article explores the potential of competency‐based education, which emphasises what students can do rather than what we know. A flexible and adaptable model of competency based plant biology education is presented, along with practical suggestions and examples. This provides a framework through which we can educate plant biologists equipped to address major scientific and societal challenges of the future. Summary: Plant biology is an essential discipline for addressing global challenges from food security to climate change. In order to achieve this we need to educate plant biologists who can contribute to research, enterprise, policy, public engagement and beyond. In this article, I explore some of the issues and challenges facing plant biology education from authentic research driven curricula to the impact of AI. In order to effectively educate the plant biologists of the future I propose moving to a competency based approach to education. Competency based education emphasises what students can do rather than what they know. I present a three‐domain competency model for plant biology, structured around (i) knowledge and information literacy (ii) disciplinary and professional experience and (iii) self‐awareness and personal development as three interdependent aspects of competency. I accompany this with twelve proposed competencies for plant biologists. The model is flexible, robust and adaptable to specific local requirements and future demands of plant biology education. In reimagining plant biology education in this way we can present our discipline as exciting and relevant to students, and equip them with the capabilities required to contribute to plant biology activity from research to public policy. [ABSTRACT FROM AUTHOR]

This study aimed to explore the strategies employed by Biology teachers to argument practical components of the Biology curriculum in resource-constrained senior secondary schools in Zamfara State, Nigeria. The research adapted a descriptive survey research design. The population of the study comprised 206 Biology teachers across 166 public secondary schools in the State. A sample of 132 Biology teachers, comprising 83 from urban schools and 49 from rural schools, was selected through cluster sampling from all the four educational zones in the State. The research instrument used was a validated questionnaire with a Cronbach's alpha reliability coefficient of 0.85. The questionnaire was used to collect data on demographics, resourceful strategies, instructional approaches, and curriculum adaptation techniques. Three research questions were raised and one hypothesis was formulated. The data collected were analyzed using mean and standard deviation for the research questions, while t-test was used for the hypothesis. The study found significant differences between urban and rural Biology teachers in resourceful strategies and curriculum adaptation, but no difference in innovative instructional approaches. Despite various adapted strategies like improvisation from local material and inter-school resource sharing, challenges persist in integrating virtual experiments and accessing external support for augmenting practical components of the Biology curriculum. Recommendations include providing adequate Biology laboratory resources, offering teacher training opportunities, and investing in technology for virtual experiments. [ABSTRACT FROM AUTHOR]

Molecular case studies (MCSs) provide educational opportunities to explore biomolecular structure and function using data from public bioinformatics resources. The conceptual basis for the design of MCSs has yet to be fully discussed in the literature, so we present molecular storytelling as a conceptual framework for teaching with case studies. Whether the case study aims to understand the biology of a specific disease and design its treatments or track the evolution of a biosynthetic pathway, vast amounts of structural and functional data, freely available in public bioinformatics resources, can facilitate rich explorations in atomic detail. To help biology and chemistry educators use these resources for instruction, a community of scholars collaborated to create the Molecular CaseNet. This community uses storytelling to explore biomolecular structure and function while teaching biology and chemistry. In this article, we define the structure of an MCS and present an example. Then, we articulate the evolution of a conceptual framework for developing and using MCSs. Finally, we related our framework to the development of technological, pedagogical, and content knowledge (TPCK) for educators in the Molecular CaseNet. The report conceptualizes an interdisciplinary framework for teaching about the molecular world and informs lesson design and education research. [ABSTRACT FROM AUTHOR]

The 8th Annual Life Discovery Conference, held in 2023, focused on the theme of "Variants in Biology Education: What can we learn from pandemics?" The conference aimed to address the impact of pandemics on education and how teaching and learning have evolved in response. Over 50 presentations were given, covering topics such as disease ecology, combating fake news, research innovations and careers, climate change education, and biodiversity literacy in the classroom. The conference emphasized the importance of making science more approachable, relevant, and relatable to students' lives. [Extracted from the article]

Due to the COVID-19 pandemic, there has been a significant shift from traditional, in-person teaching to online education, which has become indispensable. Nowadays, online learning is increasingly popular, encompassing educational programs delivered exclusively through digital platforms like video conferences and virtual classrooms. The flexibility of online education allows students to learn at their own pace and according to their schedule, but it also poses potential disadvantages. In this article, we explore the impact of online teaching on the practical subject of biology and students' perceptions of education in primary, secondary, and tertiary schools in Slovakia. Our research focuses on evaluating the progress of online biology teaching, examining methods of knowledge testing, and assessing both the positives and negatives. [ABSTRACT FROM AUTHOR]

How to commercialize university research and create positive socio-economic impact is a fundamental research question that is under explored. Considerable public funds are invested in universities globally to create knowledge and then to explore its viability to exploit commercial value through supporting entrepreneurship. We explore how publicly funded research and commercialization of projects promote university's science and technology (S&T) initiatives. Qualitative case studies, involving 45 interviews, examine three UK government-funded Innovation Knowledge Centres' (IKCs) roles in commercializing three different emerging disruptive technologies: cyber security, digital construction and synthetic biology. An improved entrepreneurial finance ("entfin") ecosystem is the catalyst to promote innovation, through public funds to empower industry and deliver an effective finance escalator. A "WHO" policy analysis framework examines: the "Why" rationale for public investment; "How" process of translation; and "Outcomes". This identified how Entrepreneurial Finance combined with Intermediaries, Infrastructure, Training and Leadership impacts scientific research commercialization. We reveal several inter connectors that link maturity of projects, their locality and outcome horizons. Universities play an important intermediary role, regionally and globally to connect the wider entfin ecosystems. The conclusions suggest that government needs to improve the policy mix across university ecosystem actors to improve long horizon investment. [ABSTRACT FROM AUTHOR]

The need to be surrounded by stories, through a continuous production of and listening to narrations, is a distinctive feature of humankind. Even biology, although part of the Natural Sciences, is a discipline that “tells stories”, because it has to do with time, with the relationships between organisms and with the depths and transformations of life. Starting from the assumptions of a reading pedagogy that promotes the pleasure of reading among children, without the aim to educate and conform, the purpose of this contribution is to bring out a specific didactic potential scattered throughout children’s novels, to propose interdisciplinary learning-teaching paths in biology at school by including children’s literature in science classes.

ntroducing social life issues is one attempt to enhance student innovation and critical thinking. One of the models that integrates socio-scientific issues is the socio-scientific inquiry (SSI) model. The SSI learning model is a model with a social scientific issue that connects the communication relationship between science, technology, and society about the environment. This study aimed to study the influence of the SSI model supported by mind mapping on the critical thinking skills of senior high school (SMA) students in the context of the digestive system. This research is a quasi-experiment. Data is collected using observations and test instruments in the form of essays. The research population is the entire student body of the natural science (IPA) program at one of the Islamic senior high schools (MA) in the Dairi Sidikalang district, consisting of 120 students in three classes XI MIPA. This study contains data on critical thinking skills with independent sample tests, first with prerequisite tests, namely normality and homogeneity tests. The prerequisite test results obtained normal and homogeneous distributed data. The result of the t-test is a sig. (2-tailed) value of 0.00. The sig. value is less than 0.05. This result means that if H0 is rejected, H1 is accepted, so it is concluded that there are differences in the critical thinking results of students due to the treatment of the SSI model. The results of this study showed that the critical thinking skills of eleventh-grade MA students were improved, as can be seen from the results of pretests and posttests in experimental and control classes. So, the SSI model is effectively used to improve the critical thinking of SMA or MA students. Abstrak. Salah satu upaya untuk meningkatkan inovasi pembelajaran dan berpikir kritis siswa adalah dengan menghadirkan isu-isu yang berkaitan dengan kehidupan sosial. Salah satu model yang mengintegrasikan isu socio saintifik adalah model Socio-Scientific Inquiry (SSI). Model pembelajaran SSI adalah model dengan isu isu socio saintifik yang dimana mengaitkan antara hubungan komunikasi antara ilmu ilmu pengetahuan, teknologi, dan Masyarakat mengenai lingkungan sekitar. Tujuan dari penelitian ini untuk mengkaji pengaruh model SSI yang didukung oleh mind mapping terhadap kemampuan berpikir kritis siswa sekolah menengah atas (SMA), khususnya dalam konteks sistem pencernaan. Penelitian ini adalah penelitian eksperimen semu. Data dikumpulkan dengan menggunakan observasi dan instrument test berupa essai. Populasi penelitian ini adalah seluruh siswa program IPA pada salah satu Madrasah Aliyah (MA) di Kabupaten Dairi Sidikalang sebanyak 120 siswa yang terdiri dari tiga kelas XI MIPA. Penelitian ini memuat data kemampuan berpikir kritis dengan uji independent sample test dengan uji prasyarat telebih dahulu yakni uji normalitas dan homogenitas. Hasil uji prasyarat diperoleh data berdistribusi normal dan homogen. Data hasil uji t test yakni nilai sig. (2-tailed) sebesar 0,00. Nilai sig. (2-tailed) lebih kecil 0,05. Hal ini berarti jika H0 ditola, maka H1 diterima, sehingga disimpulkan bahwa terdapat perbedaan hasil berpikir kritis siswa akibat pemberian perlakuan model SSI. Hasil penelitian ini memberikan dampak bahwa keterampilan berpikir kritis siswa kelas XI MA mengalami peningkatan, dapat dilihat dari hasil pretest dan posttest pada kelas eksperimen dan kelas control. Maka, model SSI efektif digunakan untuk meningkatkan kemampuan berpikir kritis siswa SMA atau MA.

Abstract Despite many interventions, science education remains highly inequitable throughout the world. Internet-enabled experimental learning has the potential to reach underserved communities and increase the diversity of the scientific workforce. Here, we demonstrate the use of lab-on-a-chip (LoC) technologies to expose Latinx life science undergraduate students to introductory concepts of computer programming by taking advantage of open-loop cloud-integrated LoCs. We developed a context-aware curriculum to train students at over 8000 km from the experimental site. Through this curriculum, the students completed an assignment testing bacteria contamination in water using LoCs. We showed that this approach was sufficient to reduce the students’ fear of programming and increase their interest in continuing careers with a computer science component. Altogether, we conclude that LoC-based internet-enabled learning can become a powerful tool to train Latinx students and increase the diversity in STEM.

Augmented Reality (AR) has seen extensive utilization in the modern era, driven by rapid technological advancements. The aim of the Systematic Literature Review (SLR) method is to meticulously analyze and assess previous research on a specific phenomenon in a systematic and explicit manner. The search was conducted on the Scopus database using the keyword "Augmented Reality," resulting in 209 relevant articles. Out of this total, 35 articles passed the journal selection criteria and were deemed ready for analysis. The article selection process was carried out using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) model for inclusion and exclusion purposes. Since 2019, there has been a rising trend in research on augmented reality. The issue of AR can be approached through quantitative, qualitative, mixed-methods, and even development research (R&D). The most prominent author in AR research is NF Saidin. The data shows that the keyword "augmented reality" is strongly associated with "education" and "biology." These keywords are linked to concepts such as teacher training, augmented reality tools, teaching, biology learning, learning performance, e-learning, and virtual reality. Themes related to AR in education focus on teacher training in biology, which applies e-learning or mobile learning based on AR and virtual reality (VR). Articles were published by authors from 28 different countries, with authors predominantly from Asia. There are 15 institutions worldwide that fund AR research and publications. It can be concluded that the focus on AR in biology education will continue to grow, supported by the ongoing emphasis on technology in the modern era. This trend is reflected in the distribution year, research types/methods, instruments, areas of study, authors, keywords, authors’ nationalities, and collaboration patterns.

Within 15 years, the population of Macaca fascicularis has declined rapidly. In early 2022, the IUCN Red List classified them as “Endangered”, though they were considered a species of “Least Concern” in 2008. Land alteration, illegal hunting, and human-macaque conflict often halt long-tailed macaque conservation efforts. Through the Primatology course, anthropology students are taught the importance of macaque conservation and its complications. This preliminary study aims to reveal anthropology students’ knowledge regarding the long-tailed macaque’s status quo and its conservation efforts, pre- and post- their enrolment in the course. Employing a descriptive qualitative approach, this study conducted in-depth interviews with 10 consenting informants—active undergraduate anthropology students. After the transcription process, the data was analyzed by dividing it into multiple subchapters and reviewed with existing literature. More than half of the informants’ knowledge about Macaca fascicularis and primates, in general, is quite satisfactory, though they are still unaware of their current conservation status. According to the informants, cultural and religious factors are closely related to long-tailed macaque conservation, shown in Balinese Hindu temples, Javanese wayang, and topeng monyet. The study concluded that primatology is important because it raises awareness about human’s closest relatives, their ecological significance, and their conservation measures. Adoption or adaptation of the ethnoprimatological framework in biology education as a means of sociocultural exploration and primate conservation is highly recommended. Further research on ethnoprimatology in Indonesia is much needed since Indonesia has many cultural values that might assure the people about contemporary conservation efforts

The aim of this research is to develop teaching materials in the form of a reference book based on studies of plant medicinal identification in the people of the Moloku Kieraha sultanate. The research involved students in semester 2 of the Unkhair Postgraduate Biology Education program for the 2023/2024 academic year. The study used interview sheets, observation sheets, validation sheets, and response questionnaires for data collection, and validation sheet and product trial analysis for analysis. The results of the research identifies 36 medicinal plants used by the Serawai tribe community in Torano Village, Central Ternate District, Maluku Province. Phytochemical analysis reveals that these plants contain secondary metabolite compounds, including tannins, alkaloids, saponins, flavonoids, terpenoids, and steroids. Students showed a positive response to the medicinal plant reference book that had been developed, with an interest level reaching 98%. Therefore, teaching materials are needed to guide students in conducting phytochemical tests to determine the content, benefits, and techniques of phytochemical screening in natural materials. [ABSTRACT FROM AUTHOR]

This paper studies how students justify everyday, scientific, and pseudo-scientific propositions, and whether they recognize the type of justifications they use. For this purpose, we work with 54 students in the 3rd year of compulsory secondary education in the subject of biology and geology, in which two learning activities designed to work on the evaluation of propositions are implemented. The results provide information on the students' preference for using habits and explanations in the evaluation of everyday propositions, and expert testimony and personality traits in the evaluation of scientific and pseudoscientific propositions, as well as the inability to acknowledge explanations and personality traits. These results provide us with useful background for reflecting on how to work on epistemic cognition in the classroom and thus broaden the conceptual frameworks on epistemic cognition. [ABSTRACT FROM AUTHOR]

Course-based undergraduate research experiences (CUREs) have been increasingly incorporated into science, technology, engineering, and mathematics (STEM) curricula, leading to greater inclusion of students in real-world STEM practices. Implicit within the definition of CUREs is the notion that generated research findings will have relevancy to one or more communities beyond the boundaries of the classroom. However, limited studies have examined this dimension of CUREs, and those that have present conflicting results. To address these concerns, we conducted an exploratory mixed methods study to investigate the impact of embedding a museum education experience into a one-semester introductory biology CURE on student, faculty, and staff outcomes. Analysis of student survey data indicated improvement in attitudes, confidence, and science/museum skills following participation in the CURE. Semi-structured interview responses provided by CURE faculty and museum staff revealed similar perceptions, highlighting the value of museums as a novel avenue for engaging CURE students. Collectively, these data suggest that involving and supporting STEM students in the design and installation of museum exhibits has the potential to be a powerful tool for achieving broader relevance in CUREs. [ABSTRACT FROM AUTHOR]

Studies in biology have shown that students perceive variation and evolution to be difficult areas to learn. This has sparked rote learning of variation and evolution concepts and is evidenced in poor performance in tests involving these concepts. In light of the significant role of variation and evolution in a human's acquaintance with themselves and their environment, there is a need to ensure that students possess meaningful learning of variation and evolution rather than learning by rote. Hence, this study investigated if the use of CTCA as an intervention will enhance students' performance in variation and evolution concepts in biology. The potency of the culturo-techno-contextual approach was tried out in this study with 156 senior secondary two biology students, equivalent to (11th grade) with an average age of 14 years. The research design was a quasi-experimental pre-test, post-test non-equivalent group design. Data on meaningful learning was collected using a 35 multiple-choice item test of Meaningful Learning in Variation and Evolution. The reliability coefficient of the instrument was, however, determined to be 0.77. Data collected were analysed using ANCOVA since the random assignment of subjects was not achieved. The 76 students in the experimental group who were taught variation and evolution using CTCA performed significantly better F(1, 134) = 15.40; p < 0.0001] than their control group counterparts (N = 80). The data from this study support the potency of the culturo-techno-contextual approach in bringing about the learning of variation and evolution in a meaningful manner. The implications of these results for teacher education in biology are addressed in the article. [ABSTRACT FROM AUTHOR]

Modern, student-oriented teaching can be characterized by the promotion of autonomy and interest. In the school subject of biology, it is necessary to focus on different ecosystems from different aspects. One ecosystem that has hardly been considered in biology didactics so far is the UNESCO World Heritage Wadden Sea. Therefore, this study implemented station work in a biology class as a method of teaching educational content on the Wadden Sea to determine the effects on the learners' intrinsic motivation as well as on their situational and individual interest. A total of 157 students from secondary schools (age: M = 14.4 years, SD = 0.5) participated in the study. The results indicate that station work has a statistically significant positive effect on the aforementioned constructs. To clarify the relationship between the two constructs from the literature, the scales used were related to each other in a correlation analysis, revealing a significant correlation between interest and motivation. The findings of this study lay an important foundation for the school-based consideration of the Wadden Sea in biology education research and also provide important implications for related studies. [ABSTRACT FROM AUTHOR]

There is widespread global attention toward improving female representation in higher education institutions. In 2020, the Educational Official Act was amended to promote gender-conscious academic recruitment in favor of female faculty, who are historically underrepresented in academia, highlighting a notable disparity in female faculty representation between public and private institutions in South Korea. This amendment requires all public colleges and universities to maintain a proportion of female full-time faculty at a level equivalent to that of their private counterparts. Using college-major level information from 2000 to 2022, we examine whether female faculty representation in public institutions lags behind that in private institutions. The estimates show that public institutions generally underperform in recruiting female faculty, but this difference becomes negligible among high-selectivity institutions. It is worth noting that no significant difference is found in female faculty representation between public and private institutions in fields such as computer science, biology, nutrition/food science, medicine/pharmacy, economics/business, other social sciences, and arts/athletics, while the largest gap is observed in the field of education. The results suggest considering college-major specific characteristics when designing and implementing gender-conscious policies and practices to promote women in academia. [ABSTRACT FROM AUTHOR]

The research that has been carried out aims to see how students view test instruments that use safe exam browser to measure students' scientific literacy skills on virus material in biology learning. The population of this study was MAN I Kerinci students in class X who had studied virus material in biology lessons. This sampling was used because 20 students felt it was sufficient to create a knowledge picture of their general scientific literacy abilities. The data analysis technique in this research uses a questionnaire with a Likert scale. The analysis will be conducted using the understanding or theory of student response criteria from the questionnaire given. The categorization is divided into 4 categories and also analyzed in the form of percentages and analysis of interviews with several randomly selected students and direct observation. The results of the research show how students view the test instruments given, where the average student gave a score of 86.1%, with an average score of 3.44 in the pretty good category. The pretty good category details that the virus material provided by the teacher from the student's perspective is pretty good on the test instrument used, namely 86.2% with a response criterion of 3.45, including the pretty good category, then the language used also has an average student response value of 86.2% with a response criterion of 3.44 with a response category of pretty good. [ABSTRACT FROM AUTHOR]

The implementation of digital games in biology education has steadily increased over the past decade. The utilization of simulation-based learning tools, such as digital games, is anticipated to be further enhanced due to the increasing shift toward virtual learning. This review aims to explore the existing scientific evidence and analyze the effectiveness of incorporating digital games as a learning tool in biology education. The research methodology was a systematic literature review of existing digital game-based learning (DGBL) in biology education. The term "digital gamebased learning and education" was utilized in the search interface of the Scopus database, identifying 1,241 articles. However, only 56 articles adhered to the stipulated criteria for subsequent analysis. Preferred reporting items for systematic reviews and meta-analyses framework was employed for the process of inclusion and exclusion. A discernible trend of escalating publications has been observed over the past decade. The review findings indicate that DGBL has expanded widely, encompassing all levels of education, from elementary to higher education, and has even been applied in professional education. Researchers primarily utilize quantitative research methods, although qualitative methods are employed. This research found that the complexity of DGBL research requires interdisciplinary collaboration involving science, biomedical, education, and technology experts. In terms of content, DGBL has been used to teach students about basic biology and practical applications of biology, such as biomedical science. Genetics, environment, and healthcare emerged as the most frequently addressed subjects taught using DGBL. Trends in DGBL technology usage include various platforms like computer-based, internet-based, and mobile-based, with elements of gaming and social interaction that align with the demands of 21st century skills. DGBL integrates with several constructivist learning approaches like experiential learning, problem-based, inquiry-based, and inquiry-lab. Research showed that DGBL encourages development of 21st century skills in simulated settings and real-life situations. [ABSTRACT FROM AUTHOR]

The aim of this study is to reveal the content analysis and trends of studies on misconceptions in biology education. Within the scope of the research, articles containing misconceptions about biology were accessed from the Scopus database. "Biology and misconception" was searched in the title, abstract and keywords in the Scopus database on September 13, 2022. A total of 410 publications about misconceptions in biology education were found in the search. The years of accessed publications were determined between 1970 and 2022. A total of 410 publications were analyzed in the research, regardless of language. According to the data obtained, 53 countries and 143 journals published articles on misconceptions in biology. However, in order to obtain clearer data, 3 articles were determined as the minimum number of articles for a country, and 31 countries and 27 journals were considered in this research. According to this research, in terms of the number of documents, the USA is the most published country with 199 articles, and Turkey is the second most published country with 39 studies. It was also revealed that the most cited countries were the United States, Australia and the United Kingdom, respectively. "CBE Life Sciences Education" and "American Biology Teacher" journals were determined as the journals with the most publications on the subject. In addition, Journal of Research in Science Teaching, CBE Life Sciences Education, International Journal of Science Education, Journal of Biological Education, Evolution: Education and Outreach were identified as the most cited journals in the studies. The results of this study are thought to be important for the future development of studies on misconceptions in biology education. Regarding the results obtained from the research; Different indexes can be used in future studies, and other types of publications such as theses, conference proceedings or books can be used in analyses. [ABSTRACT FROM AUTHOR]